Information Technology, Learning, and Performance Journal, Vol. 25, No. 1 15 Ahmet Ozkul is Assistant Professor, Management, Division of Economics and Business, State University of New York College at Oneonta, Oneonta, New York. Using Information Technology to Enhance Assessment of Learning: Automating Preparation of Course Exam Materials and Student Feedback Ahmet Ozkul Typo-free exams, faster and more accurate grading, and detailed written exam feedback can enhance student learning. With today’s information technology it is possible to improve both the construction of tests and the quality of feedback while saving instructor s’ time. This paper presents a computer-based method to automate the generation of quiz questions, answer keys, and solution handouts. Using a combination of Microsoft Excel and Word, along with some programming and database management, instructors can automatically create quantitative problems in Word and answers in Excel by using random numbers with a click of a button. The system has been used successfully since 2004 in the Operations Management course at the State University of New York (SUNY) College at Oneonta. Students expressed satisfaction with the new system, and instructors found that they were allowed more time for teaching preparation and research. Introduction Two important components of managing college instruction are designing effective evaluations and providing meaningful feedback to students. Traditionally, teachers conduct assessments to evaluate student learning performance; however, new pedagogical approaches, such as the use of frequent small-scale assessments, have been proposed to improve the learning process (Haugen & Becker, 2005). Previously tried and tested assessment material could be one way of obtaining effective assessment. Textbook publishers may provide such material, some or all of which textbook authors may have already used in the classroom. However, this material tends to be too rigid and usually requires customization and modification by the actual instructor. He or she might change the level of difficulty, wording, or numerical values every one or two semesters. Especially in quantitative courses asking problem-type assessment questions, each modification needs to be carefully doneŇa moment of distraction or miscalculation may cause an error that results in an invalid question with an infeasible solution. An assessment with ill-constructed questions could undermine the overall learning process by damaging the instructor’s reputation, lowering his or her confidence, and causing frustration among the students. Fairness in creating modified, challenging questions could also be a concern. Instructors may find the post-exam review process and providing feedback to the students problematic. Explaining solution steps and correct answers may be time consuming, ineffective, and frustrating (Stark, 2006). To save class time, instructors may have to select only a few important questions, leaving the rest to the students to figure out, possibly without any extra motivational incentives. Also, due to different student learning skills, a presentation on the board or computer may not provide adequate explanatory detail. A need for faster and more accurate grading by the instructor exists. Immediate performance feedback positively affects students, and a fast